Adult Education and Prisoner Reentry: Understanding a Changing Landscape

Transcription

1 Adult Education and Prisoner Reentry: Understanding a Changing Landscape May 14, 2014 State Directors of Adult Education Alexandria, VA John Linton, OCTAE Michelle Tolbert, RTI International

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7 Recidivism: another name for the revolving doors of our nations prisons 2 million incarcerated adults Within 3 years, 40% reincarcerated 700,000 released annually to communities

8 Recidivism

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10 Effectiveness of CE programs for adults Systematic review identified studies from 1980 to 2011 Meta-analysis used rigorous analytical methods Focused on three outcomes of interest: recidivism, post-release employment, reading/math scores

11 What questions did we address? What does current CE landscape look like and what are emerging issues? What do we know about the effectiveness of CE for incarcerated adults and juveniles? What can be done to move the CE field forward? Fuse Thinkstock viperagp - Fotolia.com

12 Overview of key findings Fuse Thinkstock viperagp - Fotolia.com 2008 recession substantially decreased CE budgets Two emerging issues: growing role of computer technology and concerns about 2014 GED CE for adult inmates reduces recidivism and is cost-effective in doing so Several evaluated CE programs for incarcerated juveniles are promising Concrete steps can move the field forward

13 Is correctional education cost-effective? For a hypothetical pool of 100 inmates, 3-year reincarceration rate, and direct costs of CE programs and incarceration itself 13 % point reduction in probability of recidivating $970,000 cost savings $2.28 million $3.25 million Every $ spent on CE programs Participate in CE Don t Participate in CE $5 in cost savings 3-Year Reincarceration Costs and results are likely conservative.

14 Key study conclusion The debate should no longer be about whether correctional education is or is not effective or cost-effective; rather, the debate should focus on where the gaps in our knowledge are and on opportunities to move the field forward

15 Biggest gap: limitations in quality of evidence base What models of instruction and curriculum delivery are most effective? What dosage is associated with effective programs and how does it vary across program types? Who benefits most from different types of programs? Answers needed to inform policymaking in resourceconstrained environment

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17 Correctional education dialog

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21 Reentry Council Mission Statement To support the Administration s efforts in advancing public safety and well-being through enhanced communication, coordination, and collaboration across Federal agency initiatives that: 1. Make communities safer by reducing recidivism and victimization; 2. Assist those returning from prison and jail in becoming productive citizens; and 3. Save taxpayer dollars by lowering the direct and collateral costs of incarceration.

22 Multiple goals in different arenas can be addressed by effective re-entry policies and programs Reentry presents a major opportunity to improve public safety, public health, workforce, education, family, and community outcomes.

23 Education while incarcerated has been shown to reduce recidivism Consistent positive effect sizes with wide variety of education services, advanced and basic, academic and occupational. A broad spectrum of prisoners benefit unlike other correctional treatment services. When you put this in perspective, and couple these effect sizes with a significant number of offenders who are released each year who could benefit from correctional education, this elevates correctional education to one of the most productive and important reentry services. * *Gerald G. Gaes; The Impact of Prison Education Programs on Post-Release Outcomes

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25 Reentry Council Public Outreach Mythbusters and now snapshots

26 Reentry Education Strategy Snapshot of recent accomplishment and work underway Not cleared, but a few tidbits include

27 Overview of Reentry Education Model

28 Demonstration Sites Barton County Community College, Kansas Lancaster-Lebanon Intermediate Unit 13, Pennsylvania Western Technical College, Wisconsin

29 Goal of Reentry Education Model To coordinate services among institutional and community-based education providers and their partners to ensure individuals in the correctional population can progress through their education path as their correctional status changes.

30 Model Development Developed using findings from an environmental scan of the literature Revised based on feedback from a panel of experts

31 Education Challenges in Corrections Differing standardized assessments and curriculum and lack of articulation agreements Misinterpretation of federal and state privacy laws related to data sharing A perception that individuals in corrections should not receive educational services Inadequate staff training Limited funds and long waiting lists

32 Model Components

33 Education Services Align programs with those in the community or institution establish articulation agreements Align programs with labor market and jobs without criminal history restrictions Offer cognitive-based skills instruction Use technology to enhance and increase program access Provide flexibility in program schedules to accommodate jobs, apprenticeships, or other work opportunities Ensure needed support and employment services are provided through the program or strategic partnerships Develop a student recruitment and retention strategy

34 Program Infrastructure Resources Strategic partnerships Electronic data systems Staff training Policy Evaluation

35 Intake in Facility Assess knowledge, skills, and occupational interests Engage individual in creating an education and career plan Use information to determine eligibility and timing for education services Record information in a centralized electronic data system

36 Prerelease Provide transcripts and test scores Ensure timely transfer of data to community supervision and new provider Assist individual with revising education and career plan and applying for financial aid, if applicable Connect students to community-based education programs through in-reach services and program referrals

37 Intake in Community For individuals transitioning from incarceration: Connect with individual via in-reach services Ensure timely data transfer and update data via valid and aligned standardized tests Help with revisions of the education and career plan and applications for financial aid, if applicable Use assessment data and education plan to determine most effective use of individual s time under community supervision

38 Intake in Community (Continued) For individuals transitioning from incarceration: Communicate regularly with all partners working with individual; establish point person for tracking individual s progress For individuals moving directly into community supervision, follow steps outlined under Intake in Facility

39 Model Outcome Individual employed long-term in a living-wage occupation and transitions successfully out of court supervision

40 Applying and Validating Model The model is based on evidence currently available, as well as input from experts The demonstration is designed to generate more evidence that either supports or challenges components of the model

41 Demonstration Final Products A tool kit of resources tested by the demonstration sites A revised reentry education model based on findings from an independent evaluation

42 Report on Reentry Education Model To learn more about the model: A Reentry Education Model: Supporting Education and Career Advancement for Low-Skill Individuals in Corrections ovae/pi/adulted/reentry-model.pdf

43 Technology as frontier in corrections RAND report Movement in commercial market tablets Myth buster Policy Brief White House convening last month Public/private partnerships OCTAE Policy Brief

44 Technology in Correctional Education Developing a policy brief that examines: The current use of technology in correctional education The benefits to providing technology access The obstacles limiting its use The successes of early implementers

45 Technology in Correctional Education Current status: IT and the Internet are already incorporated in the operations of corrections facilities Correctional education programs are exploring the use of these technologies to support instruction Approaches used by programs include: Disconnected Internet A point-to-point line Restricted Internet connection

46 Technology in Correctional Education Benefits include: Provides students with access to online assessments, college courses, and opportunities to improve computer/digital literacy skills Equips instructors with technology-based instructional tools and online professional development resources Provides administrators and instructors with a system to collect, report, share, and analyze student data to improve programs

47 Technology in Correctional Education Obstacles include: Security Financial costs Lack of tech savviness among staff Perceptions of policymakers, corrections officials, and the public

48 Technology in Correctional Education Examples of early implementers include: Disconnected Internet Peninsula College and Clallam Bar Corrections Center Point-to-point Florida Department of Corrections and Smart Horizons Career Online High School Restricted Internet Ohio Department of Rehabilitation and Corrections

49 Discussion Questions Are you aware of any technologies being used in your state s correctional education programs? What technology innovations in your state s adult education programs could be applied to corrections? What opportunities exist in your state to assist returning citizens with using technology and integrating into your adult education programs?

50 Contact Information John Linton U.S. Department of Education Office of Vocational and Adult Education Michelle Tolbert RTI International